.H3 



f zy 



e,<p 






THE VALUE OF A 
HIGH SCHOOL EDOGATION 




IT PAYS TO GRADUATE 



IT PAYS TO GRADUATE 




PREPARATION IS THE 
KEYNOTE OF SUCCESS 



IT is the purpose of this book to 
impress upon the pupils of the 
lower grades the importance of a 
High School education. 

We believe that the parents of 
these pupils will also find in the 
following pages, reasons for sacri- 
fice and even self-denial, that their 
children may continue their studies 
until fully equipped to go out into 
the world of business and profes- 
sional life. 

Education is the foundation 
of success. Without it you will be 
handicapped always; with it you 
will be prepared to make your 
mark. You must learn if you wish 
to earn. Rewards are paid for 
knowledge. In High School is your 
opportunity to get a start toward 
Success. 




JUH -3 '22 



C1A676936 



. Copyright, June, 1922 
The Harter School Supply Co. 
Cleveland. Ohio 



^ 



IT PAYS TO GRADUATE 



IIIIIIIIIIIIIIIIIIIIIIM^^^ 

^ ^^^ An Editorial by 

President Warren G* Harding 



iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiii 




E have just awakened to the fact that the education of the 
American child has fallen below the standard necessary for the 
protection of our future. We have to face the fact that our 
school teachers are underpaid; that in physical training, in the 
teaching of American civil government and American history, 
in the principles of Americanism and of Americanization we 
have been deplorably delinquent. But nowhere is there more 
cause for alarm than in the fact that the rural school term is 
far too short and that four-fifths of the rural schools are one-teacher schools, re- 
sulting in hasty and careless teaching, and that the opportunity for country boys 
and girls to have high school education is all too slight. * * * -^^ ^^^ j^ ^^ ^j^^ 
childhood of the Nation and the childhood of the agricultural districts of our land 
to place at its disposal the utmost in educational facilities. 



LUXURIES VS. EDUCATION 



THRE 
^HUNDRED 
^MILLION 




In 1920 the United States blew away 
in smoke of cigars and cigarettes $300, 
000,000, more than the total cost of edu- 
cation in 1918, according to P. P. Clax- 
ton, U. S. commissioner of education. 
The total cost for tobacco in all its 
forms, in 1920, was five times the total 
of teachers' salaries in 1918 and almost 
exactly the same as the total cost for 
elementary and secondary education for 
the three years 1916, 1917 and 1918. 
If the people who use tobacco had smoked two cigar- 
ettes instead of three, two cigars instead of three, 
taken two "chaws" instead of three, and two dips 
instead of three, and had paid to the support of the 
schools the money thus saved for the year, the salaries 
of teachers in schools of all grades, public and private, 
could have been increased more than 120 per cent. 
According to government returns for 1920, the people spent twenty-two times 
as much for luxuries that year as they spent for education in 1918, and six billions, 
or 30 per cent, more than we have spent for public education in all our history. The 
amount paid for face powder, cosmetics and perfumes is only $12,000,000 less than 
the total amount expended for public, elementary and secondary education in 1918, 
and within $50,000,000 of twice the total amount paid teachers in public, elementary 
and secondary schools. In food luxuries, we ate up in a single year more than 
the salaries of all school teachers for the first eighteen years of this century. — K. S. 
N. S., News Letter. 



IT PAYS TO GRADUATE 



IIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII^ 

TO THE PARENTS! 



TATISTICS carefully compiled by former United States Com- 
missioner of Education, Dr. W. T. Harris show that of ten 
thousand men who have risen to prominence in the United 
States in the first hundred years of our history,^ not more than 
thirty were self-taught men; that a boy with only a grammar 
school education had one chance in nine thousand of reaching 
distinction. 

Dr. Harris says: "A boy with a high school training has 
one chance in four hundred; that is, he has twenty-two times the 
opportunity of the boy who stopped at the end of the eighth 
grade." 

Dr. Harris further says: "It is unnecessary to extend this 
Education is practically her only door to eminence.'* 




inquiry to women. 



The investigations of the First Industrial Commission of Massachusetts show 
that neither power nor advantage is gained by entering an industry at an early 
age, and that the child who thus goes to work for wages closes behind him the door 
of progress to a living wage later. Two boys leave school, cne at the end of the 
eighth grade, one after graduation from high school. Statistics show that at twenty- 
five year's of age the high school graduate has earned on an average of $500 more 
than the other man. From then on, his earning power is much greater. Statisticians 
have figured that each day in high school is worth $10.00 to a pupil. This is only a 
small part of the real benefit of a high school education. 

Education increases the opportunities for greater success, for higher enjoy- 
ment and for a richer, fuller life. Without an education your child's life may be 
one of drudgery without much compensation; a life of only limited enjoyment of the 
best in the home, in business, in literature and art; a life shorn of its greatest use- 
fulness and influence among his neighbors and friends, a life with only limited op- 
portunity and ability for service. 

A high school education is not for the loafer, not for the shirk, but for the boy 
or girl who will work that he may achieve the richest rewards for himself and the 
greatest good for others. 

Consider these facts before you decide that your child shall not enter High 
School. 

Decide now that however great the sacrifice to yourself may be, your child shall 
have a Hijih School education. 



FATHERS and mothers who want their children to have a fair start 
towards successful accomplishment in life want them to have a 
High School education. 



IT PAYS TO GRADUATE 



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THE BIG IDEA 



By DR. FRANK CRANE 

When Douglas Fairbanks went to Richard Mansfield, 
told him he wanted to be an actor, and asked him for ad- 
vice, Mansfield counselled him to go home and "develop him- 
self," to learn all sorts of things. 

**If you want to be successful," he added, "and are 
thrown into the world of big things, with men who have 
succeeded in other fields of endeavor, you will be able to 
SPEAK THEIR LANGUAGE." 

Knowledge is the language of the Hundredth Man. 

Ignorance embarrasses you, shames you, makes you 
tongue-tied and awkward. 

There is no Royal Road to Knowledge. 

You cannot learn its language in a week, nor month, 
nor by four years in school, nor by any spurt of effort. 

There is just one Big Idea you must get, if you would 
take your place among the worth while people. 

It is: "LEARN ONE THING EVERY DAY." 

That is the old, smooth, straight turnpike that leads di- 
rectly to your goal. 

As Franklin discovered that lightning is electricity, 
and Columbus discovered America, so wh^n you have dis- 
covered that you may learn One Thing a Day, and have found a Practical Way to 
do it, you have hit upon the most valuable truth in your life. 





Interesting School Statistics 

UT of every hundred pupils who enter public schools only fifteen 
get through high school and fewer than three finish college. 

More than five million persons, three million of whom are 
native born, over ten years of age, can neither read nor write 
the simplest words. 

Illiteracy is costing the United States $825,000,000 annually, 
through accidents and inefficiency. 

There are more than thirteen million foreign born in the 
United States today, five million of whom can not read or write 
the English language and two million of whom are illiterate. 

At least 40 per cent of our elementary school classes are so large that the indi- 
vidual child can not be given necessary care and personal instruction. 

The average child enrolled in the public schools attends 120 days during the 
school term, or about three-fourths of the time. Absence costs the United States 
$195,000,000 annually. 

About 125,000 teachers out of a total of 650,000 leave the profession annually 
and their places are filled by inexperienced people. 

The percentage of men teachers in the United States has fallen from 43 per cent 
in 1880 to 20 per cent in 1916 and 16 per cent in 1918. 

The public schools of the United States cost about $760,000,000 a year. 



IT PAYS TO GRADUATE 



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The Cultural Value of an Education 

Young people should go . to high 
school with two ideals in mind: (a) To 
develop the individual to his greatest 
capacity; (b) To learn the responsibility 
of an individual to society. The four 
years which you may spend in high school 
have a two-fold value — a money value 
and a cultural value. 

We have discussed, "The money 
value of an education". Now let us look 
at it from the cultural value. 

"To be at home in all lands and all 
ages; to count Nature a familiar ac- 
quaintance, and Art an intimate friend; 
to gain a standard for the appreciation 
of other's work and the criticism of your 
own; to carry the keys to the world's 
library in your pocket and feel its re- 
sources behind you in whatever task 
you undertake; to make hosts of friends 
among the men of your own age who are to be leaders in all walks of life; to lose 
yourself in generous enthusiasm and co-operate with others for common ends; to 
learn manners from students who exemplify the highest ideals — this is the offer of 
the high school for the best four years of your life." — WilUcim DeWitt Hyde. 




Here Are Some More Facts! 

Supt. B. B. Jackson, of Minneapolis, studied the earnings of 3,345 pupils who 
left school at the end of the eighth grade, and found that they started life with 
an average salary of only $240 a year. A similar study made by him of the salaries 
of 912 graduates of the high school showed that they started out with an average 
salary of $600 and after six years were earning an average of $1,380. 

One more set of figures and then we are through: 

A committee of the Brooklyn Teachers' Association in 1909 investigated the 
salaries received by graduates of the elementary schools and by others who stopped 
school before graduation. 

Of 192 boys from the elementary schools taken at random, the committee was 
able to trace 166 till they were about thirty years of age. 

At the time the average income of these 166 boys was $1,253.05, whereas the 
average salary of the illiterate worker in Brooklyn was $500 per year. 

If the parents of these 166 boys had bought each of them an annuity equal to 
the extra $753 per year, which his education enabled him to earn, it would have 
cost over $15,000 per boy. 

As the salaries of these boys will rise considerably after they are thirty, while 
those of the illiterate labores will not, it is obvious that thia elementary education 
was worth more than a $15,000 capital safely invested for each boy. 



IT PAYS TO GRADUATE 



IlllllllllllllllllllllllllllllOllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllll^^ IIIIIIIHlllllillllil iiiiliiiiiiiMiiiiiiiiiliilili iiiiiiiiii yiiiiiiiiiliiiirmiiiiii.iiiiilillillllllllllllllllllllll 







Give Yourself a 






\ Fair Start ! 

■ Get a high school education. It 




^\""Y>\ 1 ^Vll 


1 is the foundation of success. Without 
P it you will be everlastingly handicap- 
1 ped; with it you will be far better 
^ prepared to make your mark. You 


(^ ^^^ A 




must earn if you wish to earn. Re- 


-=^^4 

^ 


•^ ^^ ^^^^^^^^ 


wards are paid for knowledge. The 
high school is your opportunity to get 


X 




a fair start towards success. 



Good Job For You at High School 



This material has been prepared by 
the Industrial Studies Divisions of The 
Vocational Guidance Department of 
Pittsburgh, Pa. 

Seldom has there been a worse time 
for children to leave school to go to 
work, and it becomes the special task of 
the 6th, 7th and 8th grade teachers to 
impress on children the waste and futility 
of stopping their education at the earl- 
iest possible moment for the uncertain- 
ties of industry. 

To help in this effort, the following 
data have been gathered which show in- 
dustrial conditions to be met today by 
young children, handicapped at the 
start by inexperience and lack of educ- 
ation. UNEMPLOYMENT 

Children will tell you that they have 
to go to work because their elders are 
out of a job. What actual chance have 
they of getting worth-while work if ex- 
perienced workers can't find employ- 
ment? 

From April to November 1921, for 
EVERY job registered at The Illinois 
Free Employment Bureau, there were 
TWO TO THREE applicants. 

The Placement Division of The Board 
or Education had TWO TO FOUR 
children with an 8th grade education or 
less applying each month for every job 
received from employers. 

The scarcity of jobs for children is 
further shown by our records of the 
situation of boys and girls certificated 
during the last two years, and still under 



16: Over 50% are either hunting jobs 
or have had to return to school. 

Working certificates are not issued to 
children unless they have a promise of 
employment. The drop in the number 
issued from 1919 to 1921 proves again 
the scarcity of jobs: 
July-Dec. 1919 22,128 certificates 

" " 1920 20,401 

" " 1921 8,864 

Responsible employers today do not 
want children under 16. 

1919-1920: 7228 employers were hiring 
children under 16. 

1920-1921: 6204 employers were hiring 
children under 16. 

Wages offered children under 16 today 
are low and irregular, and not to be 
compared with the high wages of war- 
time jobs. They are surely not worth 
the loss of education. 

Working conditions among employers 
willing to take children under 16, are 
generally undesirable. Jobs are short- 
lived and employment irregular. 

ONLY UNSKILLED AND MECH- 
ANICAL JOBS OPEN TO CHILDREN 
UNDER 16. It is becoming more and 
more true that jobs in which boys and 
girls can develop and train for the future 
are closed to children under 16. A boy 
cannot learn a trade until he is 16 or 
sometimes 18 years of age. Jobs that 
are open to children under 16 today, are 
usually for errand work, light bench as- 
sembling, and hand work which is mech- 
anical and repetitive. 



IT PAYS TO GRADUATE 



■iiiiiiiiiyiiiiiiiiiiiiiiiiiwiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii 

YOUR OPPORTUNITY 

Have you ever stopped to think how 
many opportunities are closed to you if 
you do not complete a high school edu- 
cation? 

The world to-day wants men and 
women who are trained. 

The high school offers a training 
that is necessary for entrance into nearly 
all of our professions and skilled occu- 
pations. 

It is a most excellent preparation 
for the boy or girl who does not wish 
"^ "^^"^ or cannot afford to go to college. 

If one does not graduate from high school he cannot go to college. 
He cannot go to a state normal school in most of the states. 
He cannot go to a first class law school. 
He cannot go to a first class medical school. 
He cannot go to a first class dental school. 
He cannot go to a first class pharmacy school. 
He cannot go to a first class engineering school. 
He cannot be admitted to a Naval School of Aviation. 
He cannot be admitted to an Army Aviation School. 
He cannot get a first class position in a newspaper office. 

He cannot get a place in any business office with unlimited opportunities for 
advancement. 

Get a high school education. It is the foundation for success. Without it you 
will be seriously handicapped; with it you will be far better prepared to make your 
mark. You must learn if you wish to earn. Rewards are paid for knowledge. The 
high school offers you an opportunity to get a fair start towards success. 




The narrow-minded sentiment of former generations, calling for a 
trifling accomplishment in reading, writing and numbers, has given way 
to a firm conviction that the school should furnish a broad, liberal, 
thorough education, such as culminates in mental and moral culture as 
well as manual dexterity. Education means efficiency, and efficiency 
can only be acquired by preparation for the exhibition of it. 



IT PAYS TO GRADUATE 



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The History Makers 

(An Editorial from the Cleveland Plain Dealer) 

Jog on. 

If you are graduating from the elementary schools plan to enter high school. 
The world wants trained minds. 

Jog on. 

This is the time of graduation and of decision. Thousands of graduates are 
facing the future confidently with diplomas in their hands. Other thousands will 
drop out of school, without graduating. What the future holds for them personally 
in each case depends almost wholly on how well they have fitted themselves for useful 
service. 

Jog on. 

The modern high school teaches practical things. It fits one for common-place, 
workaday activities. The day long since passed when education was considered 
merely ornamental or the possession of the highly born. The world is run by com- 
mon-place men and women pi-epared for their tasks by education. Be one of them. 

Jog on. 

Make sacrifices if necessary, forgo pleasures if finances are short, work your 
way through school if the money problem presses ; whatever the apparent handicaps 
there is a way somewhere and the years spent in study now will be the most valuable 
investment you will ever make. Parents who encourage their sons and daughters 
to keep on in school ara doing a favor to the next generation of Americans as well 
as to themselves. 

Stay in school. 



The children of all parents have the right to go to High School. 
There is no distinction between rich or poor — all have the same splendid 
opportunity in this great, democratic institution. 



IT PAYS TO GRADUATE 



lllllllllllllllllllllllllllllllllllllllllllllllllllllll!llllllllllillllllllllllllllllllll»^ 




GRAMMAR SCHOOL HIGH SCHOOL 
PUPIL PUPIL 

The following interesting data is taken from statistics 
compiled by the United States Bureau of Education : 

Grammar School Pupil High School Pupil 

WAGES PER WEEK AT THE AGE OF WAGES PER WEEK 

$4.00 14 

4.50 15 

5.00 16 

6.00 17 

7.00 18 $10.00 

8.50 19 10.75 

9.50 20 15.00 

9.50 21 ^ 16.00 

11.75 22 20.00 

11.75 23 21.00 

12.00 24 23.00 

12.75 25 31.00 



Total $5112.50 Total $7337.50 

It will be noticed that the pupil who had remained in school until 18 years old, 

at the age of 25 years was earning over $900 a year more than the pupil who left 

school at 14 years. 

How much money at 5% interest would be necessary to bring an income of $900 

a year. Answer 

Wages are higher now than when the above table was compiled; the comparison, 

however, remains the same. 

Boys and girls should consider carefully what it means educationally, sodxilly, 

financially and otheriuise to drop out of school at an early age. Our High Schools 

afford such splendid opportunity' es for advancement that no boy or girl can well 

afford to leave school before finishing one of our High Schools. Practically every line 

of instruction is now being offered which makes for health, knowledge, skill and 

charactei as well as more money. 



IT PAYS TO GRADUATE 



IIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIillllllllllillllllllllllllllllllllll^^ Illllllif 

STAY IN SCHOOL! 




Can you afford to neglect your edu- 
cation for unsteady work and very low 
wages? 

Employers are asking for older boys 
and girls with High School Training. 

EDUCATION COUNTS! 



JOBS ARE SCARCE 

How many of your friends under 16 
years of age who left school last year 
have good jobs today? 

The most responsible employers are 
not hiring boys and girls under 16 years 
of age. 

WAR RATES OF PAY 
ARE GONE , 

Firms which used to pay $10 to'' $14 
a week are now paying $5 to $9. 

Some boys and girls are making as 
low as $2 and $3 per week — not enough 
for lunch and car fare. 



YOUR JOB TODAY IS 
TO GO SCHOOL 




Success in school depends upon the parent, the teacher and the child. 
The first two are important factors but in the final analysis the primary 
responsibility for success or failure in school and in life rests with the 
child. "You can lead a horse to water but you can't make him drink'* 
You can make a child go through the motions of securing an education 
but if he is determined not to learn, neither the parent nor any one else 
can pour knowledge into his brain. 



IT PAYS TO GRADUATE 



lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll»^ 

THE VALUE OF EDUCATION 



MASSACHUSETTS 

7 YEARS SCHOOLING 
AVERAGE INCOME 

$ 200. OO 




r 




NN 

3 YEARS SCHOOLING 
AVERAGE INCOME 



$116.00 



E 



DUCATION means money. 



Xn Massachusetts the average person goes to school seven years; in Tennessee, 
the average person goes to school three years. In Massachusetts the average in- 
come is $200.00 a person; in Tennessee it is $116.00. 



I 



N the United States as a whole the average college graduate earns $2,000.00 a 
year, the average high school graduate $1,000.00, the average elementary school 
graduate $500.00. 



E. 



lACH day spent in high school is worth $25.09 to each pupil, each day spent in 
college $55.55. This is more than the average boy or girl can earn by leaving 
school and going to vt^ork. 







NLY one in a hundred of our people is a college graduate, yet 36% of every 100 
congressmen have been college graduates, while 50% of our Presidents, 54% of our 
Vice-Presidents, 69% of our Supreme Court Judges, and 87% of our Attorney- 
Generals have had college degrees. 

X HERE is a book called "Who's Who in America." This book contains the names 
of those persons who are well known because of their good works. The person who 
cannot read and write has one chance in 150,000 to get his name into this book; 
the grammar school graduate one in 4,250; the high school graduate one in 1,600; 
the college graduate one in 180 ; the honor student in college one in three. 

UoES education pay? X' 



.T DOES. IT PAYS TO GRADUATE. 



IT PAYS TO GRADUATE 



i:iiiiiiii:iiii,iiii:iiii,iiii:iiii:iiii:iiii:iiii;iiii.iiii.iiii:i 



i;ii:iiii;iiiiiiiii:iiii!iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii!ii'i 



iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii 




The Extent of 
Illiteracy 

The Federal Census has no real test for illiteracy, but simply asks the question 
of the person listed, or listing for the whole family, "Can you write?" and if the 
question of such person ten years of age or over is in the affirmative such person 
is listed as literate, and if it is negative such person is listed illiterate. The person 
reporting for the family or for himself or herself signs name to report given. This 
is the only method used by the federal government in the census. The army author- 
ities gave a real test by requiring the soldier tested to read a selection from the 
newspaper and to write a short letter. In the first conscription there were 1,566,011 
men examined and those who were unable "to read and understand a newspaper 
and write a letter home," amounted to 25.3 per cent (Report of R. M. Yerkes, chair- 
man of the committee for army tests). So instead of the 77 out of every thousnad, 
or 7.79f of illiteracy as given by the Federal Census for 1910, it was found by 
actual test to be 253, or nearly four times as many. Dean West of Princenton 
estimates that another ttuenty-five per cent are near illiterate and practically 
illiterate so far as actual reading and writing are concerned. Dean West estimates 
that one-fourth of the population of the United States who are classed as literate 
find it so difficult for them to read or write, or have so little interest in reading 
that they do not read or read so little that it is negligible, and he thinks that practic- 
ally one-half of America is illiterate! General Glenn is authority for the statements 
that at least fifty per cent of the illiteracy reported by the Federal Census, should 
be added to make the number correct. From these reliable sources, we see that the 
illiteracy of our nation is a very serious problem which demands the careful consi- 
deration of our people. 

The 131,006 illiterates of Ohio are composed of 33,726 native whites, 84,397 
foreign-born whites, and 12,715 negroes. The number of foreign-born white illiter- 
ates has increased 17,500, and the number of negro illiterates has increased 2,255, 
making the total increase of illiteracy in these two classes 19,755. The increase in 
these two classes in illiteracy in Ohio has evidently been caused by influx into the 
state through industrial inducements. 



IT PAYS TO GRADUATE 




iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiii iiiiiiiiiiiiiHiiiiiiiii 

WHAT EDUCATION CAN DO 

The necessity for education has in- 
creased and will continue to increase as 
long as civilization continues to advance 
in its complexity. Because of the unparal- 
leled progress in the arts and sciences 
during the past fifty years, the need for 
education multiplied itself many times. 
For example, a century ago a transporta- 
tion system consisted of little more than 
a wagon and a driver who knew the road. 
Today a system of transportation involves 
millions of dollars and thousands of care- 
fully trained, intelligent men. In a like 
manner, farming has progressed from 
merely exhausting one fertile piece of soil 
after another by crude methods of agricul- 
ture to the intelligent rotation of crops 
and conserving and building up the soil. 
It takes men of education to do these 
things. 

Education does many things. It helps one make money; it insures a succesful 
career; it makes possible a larger, fuller, and better life. Another thing which it 
gives is the power of attention. The best courses of study are those which train the 
mind to concentrate and hold its attention upon an object until it glows with light 
and interest; the power to marshall all the forces of the mind and march them to- 
gether to conquest and victory. To be able to sit down and focus attention upon 
one problem until it is thought through, is a satisfaction that belongs to the edu- 
cated mind. The man who can do this is the educated man. He can get what he 
wants, for the world will always turn aside to let the man pass who knows where 
he is going. 

Education puts a man into fellowship with all the ages. It enables him to listen 
intelligently while all the poets and the prophets and the sages of the centuries talk 
to him. It broadens his life in his own generation. Education makes a man many- 
sided. A trained man will observe more in a day than an ignorant man will in a 
century. 

At the present time, all issues call for leaders ; we need men of thought and of 
action, men of knowledge, men of insight, men of vision, men whose horizon is broad, 
and whose thinking is controlled by the soundest and best principles, 'men who are 
capable of marking out the path for themselves and their fellows and setting the 
pace is controlled by the soundest and best for others to follow. 

If there is one thing that fits a man for this duty, it is education. It fits him 
for service, makes him a larger, truer man. Thus it is the duty of every young 
man and woman to get all of this kind of education that he can. What if education 
is hard to attain? The greater, then, is its value, and the owner of an education 
can do things which without it would be impossible. To get all the education possible 
is the duty of every intelligent person. It is a duty to himself, to his generation, 
to the future, and to his Creator. 

Sylvia Hyman, '22 — Oakdale Cal. Leader. 



IT PAYS TO GRADUATE 



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No Doors Closed 
to This Girl 

Girls should go to High School because never 
in the world's hisory was the need for broad- 
minded, level-headed, clear-thinking women of 
such paramount importance. 

The girl from the grammar grades is im- 
mature in mind and body and unfitted for any 
position of merit. 

Watch the development of the girl who goes 
on to High School and mark the growth physically 
and mentally. It is, with many girls, little short 
of a miracle. 

Physically she grows into healthy womanhood 
because of the training, exercise and play which 
are part of her life for four years. 

Her mind broadens and grows even more 
rapidly than her body. She learns to use her 
grammar school education and her mind becomes 
powerful to grasp and to hold. 

She learns to become independent — to make 
decisions — to see that right is right. 

Most doors of any importance are closed to 
the grammar school girl but no doors are closed 
to the girl with the High School education. 

Only through education endless and constant 
can our girls become the women the world needs 
— the guardians of the future generations. 

MRS. ALBERT F. WESTGATE, 
President, Cleveland Federation of 
Women's Clubs. 
(Graduate of a Cleveland High School.) 




Advice from a Woman Judge 

Nothing is moife important than that you go to high school. It will 
help you in every way, help you earn money, help you win your way 
among other people, and widen your circle of enjoyment for your whole 
life. Cordially yours, 

FLORENCE E. ALLEN, 
Judge, Court of Common Pleas, Cuyahoga County. 



IIIIl'lMS.l„S,f;n.CONGRESS 



IT PAYS TO GRADUATE 



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WE PAY 

$9.25 

PER DAY 




IF you ever hear of a boy or girl who 
wants to quit school, when it is unne- 
cessary; if you ever hear of parents who 
are thinking of putting their children to 
work, when it is unnecessary, just bring 
these figures to their attention: 

Every day spent in school pays the 
child $9. 

Here is the proof, based on the wage 
scale of 1913: 

Uneducated laborers earn on the aver- 
age of $500 per year for forty years, a 
total of $20,000. 

High school graduates earn on the average $1,000 per year for forty years, a 
total of $40,000. 

This education required twelve years of school of 180 days each, a total of 
2,160 days in school. 

If 2,160 days at school add $20,000 to the income for life, then each day at 
school add- ^9.25. 

The child that stays out of school to earn less than $9.00 a day is losing money 
— no^- making money. 

The?-e figures ere based on an investigation made by Dr. A. Caswell Ellis of the 
University of Texas, at the request of the U. S. Bureau of Education. 



LIBRftRY OF CONGRESS 



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